Martin Ruskov

Emily Theophilou, Cansu Koyuturk, Mona Yavari et al.

Artificial intelligence's (AI) progress holds great promise in tackling pressing societal concerns such as health and climate. Large Language Models (LLM) and the derived chatbots, like ChatGPT, have highly improved the natural language processing capabilities of AI systems allowing them to process an unprecedented amount of unstructured data. However, the ensuing excitement has led to negative sentiments, even as AI methods demonstrate remarkable contributions (e.g. in health and genetics). A key factor contributing to this sentiment is the misleading perception that LLMs can effortlessly provide solutions across domains, ignoring their limitations such as hallucinations and reasoning constraints. Acknowledging AI fallibility is crucial to address the impact of dogmatic overconfidence in possibly erroneous suggestions generated by LLMs. At the same time, it can reduce fear and other negative attitudes toward AI. This necessitates comprehensive AI literacy interventions that educate the public about LLM constraints and effective usage techniques, i.e prompting strategies. With this aim, a pilot educational intervention was performed in a high school with 21 students. It involved presenting high-level concepts about intelligence, AI, and LLMs, followed by practical exercises involving ChatGPT in creating natural educational conversations and applying established prompting strategies. Encouraging preliminary results emerged, including high appreciation of the activity, improved interaction quality with the LLM, reduced negative AI sentiments, and a better grasp of limitations, specifically unreliability, limited understanding of commands leading to unsatisfactory responses, and limited presentation flexibility. Our aim is to explore AI acceptance factors and refine this approach for more controlled future studies.

Cansu Koyuturk, Mona Yavari, Emily Theophilou et al.

Educational chatbots come with a promise of interactive and personalized learning experiences, yet their development has been limited by the restricted free interaction capabilities of available platforms and the difficulty of encoding knowledge in a suitable format. Recent advances in language learning models with zero-shot learning capabilities, such as ChatGPT, suggest a new possibility for developing educational chatbots using a prompt-based approach. We present a case study with a simple system that enables mixed-turn chatbot interactions and discuss the insights and preliminary guidelines obtained from initial tests. We examine ChatGPT's ability to pursue multiple interconnected learning objectives, adapt the educational activity to users' characteristics, such as culture, age, and level of education, and its ability to use diverse educational strategies and conversational styles. Although the results are encouraging, challenges are posed by the limited history maintained for the conversation and the highly structured form of responses by ChatGPT, as well as their variability, which can lead to an unexpected switch of the chatbot's role from a teacher to a therapist. We provide some initial guidelines to address these issues and to facilitate the development of effective educational chatbots.

Martin Ruskov

The quality of text-to-image generation is continuously improving, yet the boundaries of its applicability are still unclear. In particular, refinement of the text input with the objective of achieving better results - commonly called prompt engineering - so far seems to have not been geared towards work with pre-existing texts. We investigate whether text-to-image generation and prompt engineering could be used to generate basic illustrations of popular fairytales. Using Midjourney v4, we engage in action research with a dual aim: to attempt to generate 5 believable illustrations for each of 5 popular fairytales, and to define a prompt engineering process that starts from a pre-existing text and arrives at an illustration of it. We arrive at a tentative 4-stage process: i) initial prompt, ii) composition adjustment, iii) style refinement, and iv) variation selection. We also discuss three reasons why the generation model struggles with certain illustrations: difficulties with counts, bias from stereotypical configurations and inability to depict overly fantastic situations. Our findings are not limited to the specific generation model and are intended to be generalisable to future ones.

Martin Ruskov, Lora Taseva

The development of bilingual dictionaries to medieval translations presents diverse difficulties. These result from two types of philological circumstances: a) the asymmetry between the source language and the target language; and b) the varying available sources of both the original and translated texts. In particular, the full critical edition of Tihova of Constantine of Preslav's Uchitel'noe evangelie ('Didactic Gospel') gives a relatively good idea of the Old Church Slavonic translation but not of its Greek source text. This is due to the fact that Cramer's edition of the catenae - used as the parallel text in it - is based on several codices whose text does not fully coincide with the Slavonic. This leads to the addition of the newly-discovered parallels from Byzantine manuscripts and John Chrysostom's homilies. Our approach to these issues is a step-wise process with two main goals: a) to facilitate the philological annotation of input data and b) to consider the manifestations of the mentioned challenges, first, separately in order to simplify their resolution, and, then, in their combination. We demonstrate how we model various types of asymmetric translation correlates and the variability resulting from the pluralism of sources. We also demonstrate how all these constructions are being modelled and processed into the final indices. Our approach is designed with generalisation in mind and is intended to be applicable also for other translations from Greek into Old Church Slavonic.

Miriam Cuscito, Alfio Ferrara, Martin Ruskov

In this paper, we explore the idea of analysing the historical bias of contextual language models based on BERT by measuring their adequacy with respect to Early Modern (EME) and Modern (ME) English. In our preliminary experiments, we perform fill-in-the-blank tests with 60 masked sentences (20 EME-specific, 20 ME-specific and 20 generic) and three different models (i.e., BERT Base, MacBERTh, English HLM). We then rate the model predictions according to a 5-point bipolar scale between the two language varieties and derive a weighted score to measure the adequacy of each model to EME and ME varieties of English.

Cansu Koyuturk, Emily Theophilou, Sabrina Patania et al.

Large Language Models (LLMs) have transformed human-computer interaction by enabling natural language-based communication with AI-powered chatbots. These models are designed to be intuitive and user-friendly, allowing users to articulate requests with minimal effort. However, despite their accessibility, studies reveal that users often struggle with effective prompting, resulting in inefficient responses. Existing research has highlighted both the limitations of LLMs in interpreting vague or poorly structured prompts and the difficulties users face in crafting precise queries. This study investigates learner-AI interactions through an educational experiment in which participants receive structured guidance on effective prompting. We introduce and compare three types of prompting guidelines: a task-specific framework developed through a structured methodology and two baseline approaches. To assess user behavior and prompting efficacy, we analyze a dataset of 642 interactions from 107 users. Using Von NeuMidas, an extended pragmatic annotation schema for LLM interaction analysis, we categorize common prompting errors and identify recurring behavioral patterns. We then evaluate the impact of different guidelines by examining changes in user behavior, adherence to prompting strategies, and the overall quality of AI-generated responses. Our findings provide a deeper understanding of how users engage with LLMs and the role of structured prompting guidance in enhancing AI-assisted communication. By comparing different instructional frameworks, we offer insights into more effective approaches for improving user competency in AI interactions, with implications for AI literacy, chatbot usability, and the design of more responsive AI systems.

Alba Morollon Diaz-Faes, Carla Sofia Ribeiro Murteira, Martin Ruskov

Looking at how social values are represented in fairy tales can give insights about the variations in communication of values across cultures. We study how values are communicated in fairy tales from Portugal, Italy and Germany using a technique called word embedding with a compass to quantify vocabulary differences and commonalities. We study how these three national traditions differ in their explicit references to values. To do this, we specify a list of value-charged tokens, consider their word stems and analyse the distance between these in a bespoke pre-trained Word2Vec model. We triangulate and critically discuss the validity of the resulting hypotheses emerging from this quantitative model. Our claim is that this is a reusable and reproducible method for the study of the values explicitly referenced in historical corpora. Finally, our preliminary findings hint at a shared cultural understanding and the expression of values such as Benevolence, Conformity, and Universalism across the studied cultures, suggesting the potential existence of a pan-European cultural memory.

Dimitri Ognibene, Gregor Donabauer, Emily Theophilou et al.

The use of large language model (LLM)-powered chatbots, such as ChatGPT, has become popular across various domains, supporting a range of tasks and processes. However, due to the intrinsic complexity of LLMs, effective prompting is more challenging than it may seem. This highlights the need for innovative educational and support strategies that are both widely accessible and seamlessly integrated into task workflows. Yet, LLM prompting is highly task- and domain-dependent, limiting the effectiveness of generic approaches. In this study, we explore whether LLM-based methods can facilitate learning assessments by using ad-hoc guidelines and a minimal number of annotated prompt samples. Our framework transforms these guidelines into features that can be identified within learners' prompts. Using these feature descriptions and annotated examples, we create few-shot learning detectors. We then evaluate different configurations of these detectors, testing three state-of-the-art LLMs and ensembles. We run experiments with cross-validation on a sample of original prompts, as well as tests on prompts collected from task-naive learners. Our results show how LLMs perform on feature detection. Notably, GPT- 4 demonstrates strong performance on most features, while closely related models, such as GPT-3 and GPT-3.5 Turbo (Instruct), show inconsistent behaviors in feature classification. These differences highlight the need for further research into how design choices impact feature selection and prompt detection. Our findings contribute to the fields of generative AI literacy and computer-supported learning assessment, offering valuable insights for both researchers and practitioners.